- What is this Adequate Yearly Progress (AYP) Report?
- Did this school meet all AYP measures?
- Did this school meet any AYP targets through Safe Harbor?
- Did this school meet any AYP measures through the Growth Model?
- Did this school meet any AYP measures through the appeals process?
- What does this report mean for JACKSON SCH?
- What can teachers and administrators do?
This report is a summary of your school's Adequate Yearly Progress (AYP) results. The purpose of AYP is to ensure that all students have reading and mathematics skills that prepare them for the future. Adequate Yearly Progress measures whether each school has met the improvement goals established by No Child Left Behind. For a school to "Make AYP," students in the school must meet goals in three areas: (1) Attendance (for schools without a high school graduating class) or Graduation (for schools with a High School graduating class), (2) Academic Performance, and (3) Test Participation. For JACKSON SCH, the Pennsylvania System of School Assessment (PSSA) taken by students in Grade 3 and 4 is used to determine Academic Performance and Test Participation in Reading and Mathematics. To learn more about AYP, click the "About AYP" link at the top of the page.
JACKSON SCH met 11 out of 19 AYP measures in 2011-12. Because AYP requires meeting all of the measures, this school did not meet AYP requirements. Since schools that miss even one target "Do Not Make AYP," this status does not necessarily mean it is a chronically failing school.
For JACKSON SCH, the "Did Not Make AYP" status means that improvement is needed in:
- Reading Performance by the Students Overall group and the Latino/Hispanic, English Language Learners and Economically Disadvantaged student groups. (The percent of students scoring Proficient and above in Reading were 46.9% for Students Overall, 46.6% for Latino/Hispanic students, 35.7% for English Language Learners students and 49.0% for Economically Disadvantaged students. These were below the AYP target of 81% Reading and did not show enough improvement from last year to reach Safe Harbor.)
- Mathematics Performance by the Students Overall group and the Latino/Hispanic, English Language Learners and Economically Disadvantaged student groups. (The percent of students scoring Proficient and above in Mathematics were 53.1% for Students Overall, 44.8% for Latino/Hispanic students, 35.7% for English Language Learners students and 52.9% for Economically Disadvantaged students. These were below the AYP target of 78% Mathematics and did not show enough improvement from last year to reach Safe Harbor.)
The performance chart and/or data table can show more details about how this school performed.
Safe Harbor is achieved when a subgroup has greatly improved since the previous year — even though it did not meet the state goal. (The measure for Safe Harbor improvement is at least a 10% reduction of the percentage of students who scored below Proficient for Reading or Mathematics from last year to this year).
In JACKSON SCH, no test performance targets were met by Safe Harbor.
The Growth Model recognizes the efforts of schools and districts/LEAs whose students have not achieved proficiency but are on trajectories towards proficiency on future PSSA exams. The Growth Model will be calculated for Performance Indicators (i.e., the all student group and up to nine subgroups). Projected scores are calculated for all students - including students who are proficient. If a projected score cannot be calculated for a particular student, the student’s actual score is used. The Growth Model will be applied to an AYP Performance Indicator only if the indicator cohort has not met AYP performance by any of the existing goals or targets. Actual, not projected, PASA scores, PSSA-M scores, 3rd grade scores, and 11th grade scores are always used, as well as the scores for any students with insufficient data points to make a projection.
|Grade Last Tested||Scores used in Growth Model Calculation|
|3||Actual Grade 3 Scores|
|4||Projected Scores in Grade 6|
|5||Projected Scores in Grade 7|
|6||Projected Scores in Grade 8|
|7||Projected Scores in Grade 8|
|8||Projected Scores in Grade 11|
|11||Actual Grade 11 Scores|
In JACKSON SCH, AYP measures were met by the Growth Model.
When initial AYP results are announced each year, schools and districts/LEAs have the opportunity to review the data that is utilized to determine AYP and request changes through the Bureau of Assessment and Accountability to correct any errors. Also, schools and districts/LEAs have the opportunity to appeal the AYP rulings through the Pennsylvania Department of Education if they believe their AYP identification was in error for statistical or other substantive reasons.
In JACKSON SCH, no test performance targets were met by Appeal.
In the 2011-12 school year, this school did not meet all AYP measures and was placed in "Corrective Action 2" status. This is the final level of "needing improvement" out of four levels, and there are several things that happen:
- This school must review its improvement strategies and must create a school improvement plan so that it can meet AYP next year.
- This school is eligible for various levels of technical assistance to help it get back on the right track, and is subject to escalating consequences (e.g., changes in curriculum, leadership, professional development).
- This school is subject to governance changes such as reconstitution, chartering, and privatization.
- Students at this school will be eligible for school choice.
- The school or district will need to offer supplemental services such as tutoring.
- The district will be responsible for paying for these additional services.
This school will need to meet AYP for two years in a row to be considered on track to meet the goal of all students attaining proficiency in Reading and Math by the year 2014. Click the "About AYP" link at the top of the page to learn more about AYP requirements and AYP status levels in Pennsylvania.
Teachers of students who were tested for AYP have access to information that can help inform their instruction. Contact your principal for access to the instructional tools online, as well as to the published Parent Reports and School Reports, which should be available at your school.
- For teachers with students who were tested for AYP in Spring 2012, copies of printed Parent Reports are available to identify stronger and weaker areas by standard for each student. These reports can help current teachers target instruction to each student.
- School reports in print and online are also available for Grades 3–8 and 11, the grades tested for AYP in Spring 2012. These reports can provide insight into grade-specific topic areas that may require additional attention during the current school year.
New requirements will be in effect for meeting future AYP state targets.
- The 2013 state target for students at or above proficient will be 11 percentage points higher for Mathematics (78% in 2012 to 89% in 2013), and will be 10 percentage points higher in Reading (from 81% in 2012 to 91% in 2013).
Suggestions for improving performance:
- Make personal phone calls to parents or caregivers if a child skips a day. Automated phone messages are less likely to make an impact.
- Contact other schools or districts/LEAs that have achieved large gains in areas where your school or district/LEA wishes to improve. Collecting best practices can help you develop strategies for improvement.
- To find schools that have made large gains in academic performance within a specific demographic subgroup, download the results for all the schools in the state (click here to access the State Report page and download files). Schools with the greatest improvement in your areas of interest will have the highest "Safe Harbor: Reduction of Non-proficiency" in that area. (This indicates they have the largest percentage reduction in non-proficient students.) Sort the downloaded results from highest to lowest for the subgroup of interest in reading or mathematics to identify schools showing the most improvement over the past year.
Suggestions for improving test participation and attendance:
- Work with parents to ensure their children are attending school every day, including testing days. Meet with all new students and their families to emphasize the importance of attendance in your school.
- Acknowledge classrooms with perfect attendance.
- Provide rewards and incentives that celebrate their achievements.